Who We Are The Regional Educational Laboratory (REL) Central at Marzano Research serves the applied education research needs of Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Language, Discussion, and Questions in Early Math April 18, 2018 Douglas H. Clements, Julie Sarama Crystal Day-Hess University of Denver Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Goals and Outcomes • Participants will learn about: • The importance of language for developing early mathematics thinking and learning, and the contributions that high-quality early mathematical instruction and experiences can make to language development in general • The recommendations from the practice guide, “Teaching Math to Young Children” • Multiple strategies for implementing Recommendation 4 from the practice guide and the adjustments necessary to make them relevant to their classroom settings and populations. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
What Works Clearinghouse Practice Guide Teaching Math To Young Children https://ies.ed.gov/ncee/wwc/PracticeGuide/18 Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
All Recommendations Are Relevant Recommendation 1. Teach number and operations using a developmental progression. Recommendation 2. Teach geometry, patterns, measurement, and data analysis using a developmental progression. Recommendation 3. Use progress monitoring to ensure that math instruction builds on what each child knows. Recommendation 4. Teach children to view and describe their world mathematically. Recommendation 5. Dedicate time each day to teaching math, and integrate math instruction throughout the school day. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Recommendation 4 Teach children to view and describe their world mathematically. • Encourage children to use informal methods. • Help children link formal math to their informal knowledge. • Use open-ended questions. • Encourage children to recognize and talk about math. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Recommendation 5 Dedicate time each day to teaching math, and integrate math instruction throughout the school day. • Plan daily instruction on specific math concepts and skills • Embed math in classroom routines and activities • Highlight math within topics of study across the curriculum • Create a math-rich environment • Use games to teach math Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity Mathematics learning is best done along paths, which is the exact same thing as the developmental progressions of learning trajectories. • Using learning trajectories helps teachers and children achieve excellence. • Using learning trajectories helps teachers achieve equity and social justice. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Your Turn! 1. Skim the practice guide. 2. Look specifically at the How to carry out this recommendation section for each recommendation (e.g., this section starts on p. 15 for Recommendation 1). 3. Enter comments or questions into the chat box. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Young Children and Math • Math predicts later school success. • Children can engage in impressively deep and broad mathematical thinking. • Equity is a concern, and we can address it. • We know a lot about how children learn math and how to teach it, using learning trajectories. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Math and Language—Missing Links • An equity issue. • Homes vary: • Some children hear about 1,500 number words a year. • Others hear 93,000. • That’s 60 times as many words! • Language and math talk predict number knowledge. • But math talk is a missing link for many educators. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Math and Language—Missing Links • In classrooms, too, we could do more. • When children make a math utterance, teachers: • Ignore it 60% of the time. • Respond mathematically only 10% of the time. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Math and Language—Missing Links • There were marked differences, associated with income level, in children’s mathematical knowledge by 4 years of age. • Teachers’ math talk ranged from 1 to 104 instances. • The amount of teachers’ math-related talk was significantly related to the growth of preschoolers’ mathematical knowledge over the school year. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Your Turn! • Please enter your example of children’s math talk into the chat box. Consider, for example: • What is the last math question that a child asked you and how did you answer? • What question did you ask and how did children respond? • Questions and answers. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Dual Language Learners (DLLs) • Children who are members of linguistic minority groups also deserve special attention. • A defining characteristic is these children’s diversity. • Most lag behind their monolinguistic peers in educational achievement. • Limited proficiency in English poses a high barrier. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Dual Language Learners (DLLs) • Many challenges, many developmental benefits. • Bilingual children can often see a general mathematical idea more clearly than monolingual children can. • And children can learn 2 languages as easily as 1. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Strategies for DLLs • All teachers can use strategies to support both languages. • When possible, bilingual approaches in school are best. • The following characteristics of instructional programs support oral language development of DLLs: • Specialized instruction focused on components of oral language. • Opportunities for interaction with speakers proficient in the second language. • Feedback to students during conversational interactions. • Dedicated time for instruction focused on oral English. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Myths About DLLs and Math Myth Fact • Math is based on numbers • Children learn math from and symbols, so language is oral language. less of a concern. IMPLICATIONS for TEACHERS: Teachers need to understand the linguistic characteristics of classroom language and also master ways to connect everyday language with the language of math. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Math Strategies for DLLs “Math talk” is much more than just using math vocabulary. • Teach specific vocabulary terms ahead of time and emphasize cognates. • Provide visual and verbal supports. • But vocabulary alone is insufficient. Teachers need to: • Help students see multiple meanings (and conflicts) of terms in both languages. • Address the language of mathematics, not just the “terms.” • Build on the resources that bilingual children bring to mathematics. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Math and Language—A Two-Way Street Language Math Literacy Reading Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
Math and Language • Recommendation 4: Help children link formal math vocabulary, symbols, and procedures to their informal knowledge or experiences. Colorado • Kansas • Missouri • Nebraska • North Dakota • South Dakota • Wyoming RELCentral@marzanoresearch.com
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